Exploring, expanding and integrating connected knowing in design and planning: The Erasing Boundaries Project
Mallika Bose, Associate Professor, Pennsylvania State University [mub13@psu.edu]
Paula Horrigan, Associate Professor, Cornell University [phh3@cornell.edu]
Cheryl Doble, Associate Professor Emeritus, State University of New York-ESF [csdoble@syr.edu]
Sigmund Shipp, Associate Professor and Director of the Urban Studies Undergraduate Program, Hunter College [sshipp3571@aol.com]
Char Gray, Executive Director, PA Campus Compact [cgray@paccompact.org]
Keywords: Connected knowing, curriculum development, community engagement, planning and design, partnership
Conference track: Faculty
Format: Symposium
Summary
In this symposium we present the Erasing Boundaries Project (http://www.erasingboundaries.psu.edu) and share how a national consortium of educators from the design and planning disciplines (Architecture, Landscape Architecture, and Urban Planning) have come together to advance the pedagogy of service-learning and community engaged teaching and research in their fields. Conceived by a group of interdisciplinary design and planning faculty from four New York state colleges, the Project aims to serve as a conduit for enhancing the quality of community engaged work in the design/planning disciplines, to help achieve better integration of service-learning in design and planning curriculums, and foster new teaching and research collaborations with sister disciplines, institutions, and community partners.
The symposium is organized into three segments:
1. Discussion of the history and evolution of "connected knowing" through the Erasing Boundaries Project
2. Discussion of the evidence and knowledge emerging from the Erasing Boundaries Project that guides our developing research focus
3. Discussion of the issues and areas to deepen “connected knowing” in our continued work and research, including developing tools and methods, documenting and learning from our work, and using guiding theories and practices
Within the design and planning disciplines there is a body of knowledge related to place-making and community design that has strong connections to service-learning; at the same time, there is much theory that informs service-learning outside our discipline that we need to understand and make part of our work. Through this symposium we seek to further our project by discussing the following: How do we create a body of knowledge specific to service-learning in design/planning? What strategies are available (within our fields and from allied disciplines) for diffusion of this knowledge base into our disciplines?
References
Angotti, T., Doble, C., & Horrigan, P. (Eds.). (2011). Service-learning in design and planning: Educating at the boundaries. Oakland, CA: New Village Press.
Bell, B., & Wakeford, K. (Eds.). (2008). Expanding architecture: Design as activism. New York, NY: Bellerophon.
Billig, S. H., & Furco, A. (2002). Service-Learning through a multidisciplinary lens. Greenwich, CT: Information Age.
Billig, S. H., & Eyler, J. (Eds.). (2003). Deconstructing service-learning: Research exploring context, participation, and impacts. Greenwich, CT: Information Age.
Boyer, E. L., & Lee, D. M. (1996). Building community: A new future for architecture education and practice. Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.
Bringle, R. G., & Duffy, D. K. (1998). With service in mind: Concepts and models for service-learning in psychology (2nd ed.). Sterling, VA: Stylus.
Butin, D. W. (2005). Service-learning in higher education: Critical issues and directions. New York, NY: Palgrave Macmillan.
Eyler, J., & Giles, D. E., Jr. (1996). A practitioner's guide to reflection in service-learning: Student voices & reflections. Nashville, TN: Vanderbilt University Press.
Eyler, J., & Giles, D. E., Jr. (1997). The impact of service-learning on college students. Michigan Journal of Community Service Learning, 4, 5–15.
Eyler, J., & Giles, D. E., Jr. (1999). Where's the learning in service-learning? Michigan Journal of Community Service Learning, 6, 142–143.
Furco, A., & Billig, S. H. (Eds.). (2002). Service-learning: The essence of the pedagogy. Greenwich, CT: Information Age.
Giles, D. E., Jr., & Eyler, J. (1994). The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning. Michigan Journal of Community Service Learning, 1, 77–85.
Hamdi, N. (2010). The placemaker’s guide to building community. Washington, DC: Earthscan.
Hardin, M. C., Eribes, R. A., & Poster, C. (2006). From the studio to the streets: service-learning in planning and architecture. Sterling, VA: Stylus.
Harkavy, I., Zlotkowski, E., & Donovan, B. M. (2000). Connecting past and present: Concepts and models for service-learning in history. Washington, DC: American Association for Higher Education.
Kenny, M., Simon, L. A., Brabeck, K., & Lerner, R. M. (Eds.). (2002). Learning to serve: Promoting civil society through service-learning. New York, NY: Kluwer Academic.
Kinsley, C. W., & McPherson, K. (Eds.). (1995). Enriching the curriculum through service learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Kretzmann, J. P., & McKnight, J. L. (1993). Building communities from the inside out: A path toward finding and mobilizing a community’s assets. Evanston, IL: ACTA.
Leeds, J. (1999). Rationales for service-learning: A critical examination. Michigan Journal of Community Service Learning, 6, 112–122.
Moely, B. E., Billig, S. H., & Holland, B. A. (Eds.). (2009). Creating our identities in service-learning and community engagement. Charlotte, NC: Information Age.
Root, S., Callahan, J., & Billig, S. H. (Eds.). (2005). Improving service-learning practice: Research on models to enhance impacts. Greenwich, CT: Information Age.
Sagawa, S., & Halperin, S. (Eds.). (1993). Visions of service: The future of the national and community service act. Washington, DC: American Youth Policy Forum and National Women's Law Center.
Sanoff, H. (2000). Community participation methods in design and planning. New York, NY: John Wiley & Sons.
Schneekloth, L. H., & Shibley, R. G. (1995). Placemaking: The art and practice of building communities. New York, NY. John Wiley & Sons.
Stanton, T., Giles, D. E., Jr., & Cruz, N. (1999). Service-learning: A movement's pioneers reflect on its origins, practice, and future. San Francisco, CA: Jossey-Bass.
Welch, M., & Billig, S. (2004). New perspectives in service-learning: Research to advance the field. Greenwich, CT: Information Age.
To access materials from this session please click on the file link(s) below:
Mallika Bose, Associate Professor, Pennsylvania State University [mub13@psu.edu]
Paula Horrigan, Associate Professor, Cornell University [phh3@cornell.edu]
Cheryl Doble, Associate Professor Emeritus, State University of New York-ESF [csdoble@syr.edu]
Sigmund Shipp, Associate Professor and Director of the Urban Studies Undergraduate Program, Hunter College [sshipp3571@aol.com]
Char Gray, Executive Director, PA Campus Compact [cgray@paccompact.org]
Keywords: Connected knowing, curriculum development, community engagement, planning and design, partnership
Conference track: Faculty
Format: Symposium
Summary
In this symposium we present the Erasing Boundaries Project (http://www.erasingboundaries.psu.edu) and share how a national consortium of educators from the design and planning disciplines (Architecture, Landscape Architecture, and Urban Planning) have come together to advance the pedagogy of service-learning and community engaged teaching and research in their fields. Conceived by a group of interdisciplinary design and planning faculty from four New York state colleges, the Project aims to serve as a conduit for enhancing the quality of community engaged work in the design/planning disciplines, to help achieve better integration of service-learning in design and planning curriculums, and foster new teaching and research collaborations with sister disciplines, institutions, and community partners.
The symposium is organized into three segments:
1. Discussion of the history and evolution of "connected knowing" through the Erasing Boundaries Project
2. Discussion of the evidence and knowledge emerging from the Erasing Boundaries Project that guides our developing research focus
3. Discussion of the issues and areas to deepen “connected knowing” in our continued work and research, including developing tools and methods, documenting and learning from our work, and using guiding theories and practices
Within the design and planning disciplines there is a body of knowledge related to place-making and community design that has strong connections to service-learning; at the same time, there is much theory that informs service-learning outside our discipline that we need to understand and make part of our work. Through this symposium we seek to further our project by discussing the following: How do we create a body of knowledge specific to service-learning in design/planning? What strategies are available (within our fields and from allied disciplines) for diffusion of this knowledge base into our disciplines?
References
Angotti, T., Doble, C., & Horrigan, P. (Eds.). (2011). Service-learning in design and planning: Educating at the boundaries. Oakland, CA: New Village Press.
Bell, B., & Wakeford, K. (Eds.). (2008). Expanding architecture: Design as activism. New York, NY: Bellerophon.
Billig, S. H., & Furco, A. (2002). Service-Learning through a multidisciplinary lens. Greenwich, CT: Information Age.
Billig, S. H., & Eyler, J. (Eds.). (2003). Deconstructing service-learning: Research exploring context, participation, and impacts. Greenwich, CT: Information Age.
Boyer, E. L., & Lee, D. M. (1996). Building community: A new future for architecture education and practice. Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.
Bringle, R. G., & Duffy, D. K. (1998). With service in mind: Concepts and models for service-learning in psychology (2nd ed.). Sterling, VA: Stylus.
Butin, D. W. (2005). Service-learning in higher education: Critical issues and directions. New York, NY: Palgrave Macmillan.
Eyler, J., & Giles, D. E., Jr. (1996). A practitioner's guide to reflection in service-learning: Student voices & reflections. Nashville, TN: Vanderbilt University Press.
Eyler, J., & Giles, D. E., Jr. (1997). The impact of service-learning on college students. Michigan Journal of Community Service Learning, 4, 5–15.
Eyler, J., & Giles, D. E., Jr. (1999). Where's the learning in service-learning? Michigan Journal of Community Service Learning, 6, 142–143.
Furco, A., & Billig, S. H. (Eds.). (2002). Service-learning: The essence of the pedagogy. Greenwich, CT: Information Age.
Giles, D. E., Jr., & Eyler, J. (1994). The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning. Michigan Journal of Community Service Learning, 1, 77–85.
Hamdi, N. (2010). The placemaker’s guide to building community. Washington, DC: Earthscan.
Hardin, M. C., Eribes, R. A., & Poster, C. (2006). From the studio to the streets: service-learning in planning and architecture. Sterling, VA: Stylus.
Harkavy, I., Zlotkowski, E., & Donovan, B. M. (2000). Connecting past and present: Concepts and models for service-learning in history. Washington, DC: American Association for Higher Education.
Kenny, M., Simon, L. A., Brabeck, K., & Lerner, R. M. (Eds.). (2002). Learning to serve: Promoting civil society through service-learning. New York, NY: Kluwer Academic.
Kinsley, C. W., & McPherson, K. (Eds.). (1995). Enriching the curriculum through service learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Kretzmann, J. P., & McKnight, J. L. (1993). Building communities from the inside out: A path toward finding and mobilizing a community’s assets. Evanston, IL: ACTA.
Leeds, J. (1999). Rationales for service-learning: A critical examination. Michigan Journal of Community Service Learning, 6, 112–122.
Moely, B. E., Billig, S. H., & Holland, B. A. (Eds.). (2009). Creating our identities in service-learning and community engagement. Charlotte, NC: Information Age.
Root, S., Callahan, J., & Billig, S. H. (Eds.). (2005). Improving service-learning practice: Research on models to enhance impacts. Greenwich, CT: Information Age.
Sagawa, S., & Halperin, S. (Eds.). (1993). Visions of service: The future of the national and community service act. Washington, DC: American Youth Policy Forum and National Women's Law Center.
Sanoff, H. (2000). Community participation methods in design and planning. New York, NY: John Wiley & Sons.
Schneekloth, L. H., & Shibley, R. G. (1995). Placemaking: The art and practice of building communities. New York, NY. John Wiley & Sons.
Stanton, T., Giles, D. E., Jr., & Cruz, N. (1999). Service-learning: A movement's pioneers reflect on its origins, practice, and future. San Francisco, CA: Jossey-Bass.
Welch, M., & Billig, S. (2004). New perspectives in service-learning: Research to advance the field. Greenwich, CT: Information Age.
To access materials from this session please click on the file link(s) below: